Душан П. Ристановић, Универзитет у Крагујевцу, Факултет педагошких наука, Јагодина, Србија, имејл: dusan.ristanovic@pefja.kg.ac.rs
Биљана Д. Радовић, Гимназија „20. октобар”, Бачка Паланка, Србија
Мирко С. Марковић, Гимназија „Вук Караџић”, Лозница, Србија
Иновације у настави, XXXVIII, 2025/2, стр. 37–51

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DOI: 10.5937/inovacije2502037R

Резиме: Суштина пројектне наставе почива на претпоставкама значајнијег ангажовања ученика кроз истраживање реалних животних проблема. Као иновативни модел подразумева померање фокуса са рецептивног учења, које преовладава у традиционалној настави, ка активној конструкцији знања, што условљава различите промене у наставној пракси. Свака промена устаљене праксе пред учеснике наставног процеса може да постави бројне потешкоће, проблеме, недоумице, отворена питања и друге изазове. Стога је циљ ове квалитативне студије био да се испитају искуства наставника о изазовима са којима се суочавају током припремања и реализације пројектне наставе. Истраживање је спроведено током школске 2023/24. године и у њему је учествовало девет наставника основних и средњих школа из Србије – четворо из основних школа, двоје из средњих стручних школа и троје из гимназија. Коришћена је техника синхроног онлајн фокус-групног интервјуа који је снимљен, а подаци транскрибовани. Анализа података је извршена квалитативном методом тематске анализе индуктивног типа. Као кључни изазови са којима су се наставници суочили у припремању пројектне наставе идентификовани су одређивање теме пројекта, формирање тимова наставника и одабир ученика који ће учествовати у пројекту. Наставници су навели да су им изазове током реализације пројектне наставе представљали утрошак времена, креирање прилика за учење и однос других према пројектној настави. Закључено је да уочени изазови не треба да обесхрабре наставнике, већ да послуже као полазиште за дубље анализирање и унапређивање сопствене праксе у домену припремања и примене пројектне наставе.

Кључне речи: пројектна настава, наставници, изазови у настави, интердисциплинарност, перцепција наставника, квалитативна студија

Summary: The essence of the project-based learning rests on the assumption of a significant student engagement in the research of the real life problems. As an innovative model, it implies a focus shifting from receptive learning that prevails in traditional teaching to active construction of knowledge, which determine various changes in teaching practice. Any change in the established practice can pose numerous difficulties, problems, doubts, open questions, and other challenges to participants in the teaching process. Therefore, the aim of this qualitative study was to examine the experience of teachers regarding the challenges they face during the preparation and implementation of the projectbased learning. The research was conducted during the school year 2023/24 and nine primary and secondary school teachers from Serbia took part in it – four from primary schools, two from vocational secondary schools, and three from high schools. The technique of a synchronous online focus group interview was used, which was recorded and the data were transcribed. Data analysis was performed using the qualitative method of inductive-type thematic analysis. Determining the project topic, forming teacher teams and selecting students who will participate in the project were identified as the key challenges faced by teachers in preparing project-based learning. The teachers stated that their challenges during the implementation of the project-based learning included the time spent, opportunities for learning, and the attitude of others towards project-based learning. It was concluded that the perceived challenges should not discourage teachers, but should serve as a starting point for a deeper analysis and improvement of one’s own practice in the field of preparation and application of project-based learning.

Keywords: project-based learning, teachers, challenges in teaching, interdisciplinarity, teacher’s perception, qualitative study

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